Utilitarian school

Such attempts at statistical expression of the patterns of acts of will in individual and social life have existed since Bentham [9-13], Qu6telet [9-14), [9-15], Buckle [9-16], Wagner [9-17], and other researchers of the last century, in particular those of the utilitarian school. These statisticians aim to create a catalogue-type compilation of basic motives of man and to make an empirical determination of the laws governing formation of... 

There is a question here, however, namely whether the greater readiness to accept risks when the activity is voluntary actually stems from such self-deception. This is claimed by the philosophical theory of the so-called ethical intellectualism and in particular the utilitarian school. For the most part these self-deceptions are possibly superficial, psychological rationalizations of the pleasure derived from free choice. 

The latter (used only as examples) contemporary decision-theory attempts at benefit-risk evaluation apparently refer back to the above-mentioned efforts, directly comparable, with respect to method, to those of the utilitarian school of the last century enumeration of effective motives (requirements, hazards) in the form of catalogues and statistical, empirical determination of the laws governing their efficacy (arrangement in hierarchies, in scales). 

Historically, utilitarian considerations prompted the introduction of chemistry in the secondary school curriculum [11]. Gonunon sense would indicate that this vocational bias would strengthen its links to the local needs and research. Unfortunately, this was not the case because of the supposedly less demanding nature of science subjects ... 

No course in chemistry can be considered as complete without including some practical work in it. The practical work is to be carried out by individual in a chemistry laboratory. Most of the achievements of modern chemistry are due to the application of the experimental method. At school stage practical work is even more important because of the fact that we learn by doing scientific principles and applications are thus rendered more meaningful. It is a well known fact that an object handled impresses itself more firmly on the mind than an object merely seen from a distance or in an illustrations. Centuries of purely deductive work did not produce the same utilitarian results as a few decades of experimental work. Practical class room experiments help in broadening pupil s experience and develop initiative, resourcefulness and cooperation. Because of the reasons discussed above practical work forms a prominent feature in any chemistry course. 

Utilitarianism is a school of moral philosophy frequently identified with the writings of Jeremy Bentham and John Stuart Mill. Classical Utilitarianism advocates the principle of providing the greatest happiness to the greatest number as the basis for assessing the morality of various actions (Gillon, 1985). Utilitarian ethics are an example of a consequentiaUst approach to ethics (vide infra). 

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